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1.1 TRIO: a Story of College Readiness, College Success and Professional Preparation 1.1 TRIO: A story of college readiness, college success and professional preparation Tom Rowland & Aaron Cortes Workshop Commonwealth Educational Opportunity Center & Northeastern L.01.02 Illinois University (USA) Monday 28th October 2019 – 15.00-16.30 Summary TRIO is a set of federally-funded college opportunity programs that motivate and support students from disadvantaged backgrounds in their pursuit of a college degree. More than 800,000 low-income, first-generation students and students with disabilities – from sixth grade through college graduation – are served by over 3,100 programs nationally. This session will dive into the work TRIO implements across the US with underrepresented group to support college readiness, college success and professional preparation. During the session, we will explore best practices, innovative models of providing services that are equitable and inclusive. We will also look at a number of evaluations and assessment materials to develop successful strategies. Abstract TRIO is a set of federally-funded college opportunity programs that motivate and support students from disadvantaged backgrounds in their pursuit of a college degree. More than 800,000 low-income, first-generation students and students with disabilities — from sixth grade through college graduation — are served by over 3,100 programs nationally. TRIO programs were established in 1964 with one program and have expanded to the 7 programs categories that currently are in place across the U.S This session will dive into the work TRIO implements across the united states with underrepresented groups to support college readiness, college success and professional preparation. During the session, we will explore best practices, innovative models of providing services that are equitable and inclusive. Similarly, we will address approaches that support programs and program staff to remain up-to-date in the field as well as to reframe services as it relates to new populations groups such as recent immigrants with refugee status. 1.2 Realising a University for All – moving from vision to practice Dr Anna M. Kelly and Dr Lisa Padden Workshop University College Dublin (Ireland) L.01.05 Monday 28th October 2019 – 15.00-16.30 Summary Realising a University for All – moving from vision to practice, describes an initiative pioneered by University College Dublin. UCD's strategic plan sets out its vision for diversity and inclusion, and this ambition has been conceptualised as a University for All. The implementation of ‘University for All’ resulted in the development of the Toolkit for Inclusive Higher Education Institutions – From Vision to Practice. This self-assessment instrument in intended to enable the design of inclusive approaches to teaching and learning, student supports, campus infrastructure. This workshop will outline the University for All initiative, showcase the toolkit, facilitate rehearsal and share lessons learnt. Abstract Realising a University for All – moving from vision to practice, describes an initiative pioneered by University College Dublin (UCD), which is anchored by equality and inclusion policy, research and practice. UCD is a research-intensive university, with over 30,000 students and 3,500 staff and is distinguished by its scale, its diversity, and its focus on research, postgraduate education and internationalisation. Over 29% of undergraduate students are drawn from under-represented cohorts. The University’s vision is to become the pre-eminent diverse and inclusive scholarly community by attracting and retaining a diverse cohort of students, faculty and staff. This ambition has been conceptualised as a University for All - where every student feels welcome, that they belong, and are valued. ‘University for All’ is a whole-institution approach to mainstreaming inclusion that is designed to recognise and value diversity. It is a systemic response that weaves access into the fabric of the institution at every level, which extends access beyond entry, to include an inclusive learning environment, designed around the needs of all students. The implementation of the ‘University for All’ initiative served as the catalyst for the development of the Toolkit for Inclusive Higher Education Institutions – From Vision to Practice. The Toolkit offers an institution-wide lens that will shape, recognise and value diversity, ensuring that the teaching and learning environments, student supports and approaches, campus infrastructure, systems and processes, are designed around the needs of all students, and not on any assumption of a “traditional” student population. This self-assessment instrument is intended to accelerate mainstreaming and inclusion by systematically assessing progress made, identifying opportunities for improvement, and creating an action plan to develop an inclusive educational environment. This workshop will outline the ‘University for All’ initiative, and showcase the Toolkit, giving participants an opportunity to try it out. 1.3 What’s your story? Revealing identity struggles in student biographies via storytelling, writing and drawing Dr. Miriam Buse Workshop University of Paderborn and University of Osnabrück (Germany) L.01.07 Monday 28th October 2019 – 15.00-16.30 Summary The workshop session focuses on student biographies and identity struggles. To improve policy and practice in the field of HE access, it is a first and necessary step to gain insight into students biographies and needs. In the workshop, methods to reveal floating and anchoring processes in student biographies are introduced. Abstract >> The boat is floating. The wind and the current are unpredictable. It is not sure, where it will land. The boat is anchoring. It has reached the safe harbor. << The transition to higher education is known as a specific challenge in students’ life cycle. In particular, non-traditional students are struggling to acculturate to the academic milieu. To establish customized support structures, it is essential to get insight into biographies and identity struggles of students. In biographical research two processes were described by Bron and Thunborg (2017): The process of floating refers to a feeling of uncertainty where to belong. The process of anchoring relates to a sense of belonging to a specific context. The workshop focuses on the question of how to get access to the processes of floating and anchoring in student biographies. Three different approaches will be introduced, exemplified, compared and evaluated: (1) Storytelling, (2) freewriting and (3) drawing of biographies. Finally, we will discuss the capabilities of different methods with regard to academic counselling as well as academic teaching and learning. 1.4 SandWishing and designing education form bottom up in a diverse context Kirsten Roosendaal Workshop Royal Conservatoire Antwerp, Artesius Plantijn (Belgium) L.01.03 Monday 28th October 2019 – 15.00-16.30 Summary The Royal Conservatoire, Antwerp is a school of arts with a strong international focus. To increase the cultural diversity, validate the richness of the international diversity and mine the learning opportunities that lie within, The Royal Conservatoire of Antwerp introduced a two-year project ‘InArtes’ (Intercultural Art Education in Society). The project had two objectives: (1) raising more awareness and professionalize teachers about diversity; (2) setting up a dialogue between teachers, students, external experts and organizations to share expertise and question existing course content and pedagogical methods. Kirsten Roosendaal will share insights of the InArtES project and introduce ways to encounter diversity in a constructive manner. Abstract The Royal Conservatoire, Antwerp is a school of arts with a strong international focus. This resonates in a diverse population of students (with 44 nationalities) and teachers and an intercultural learning community. To increase the cultural diversity, validate the richness of the international diversity and mine the learning opportunities that lie within, The Royal Conservatoire of Antwerp introduced a two-year project ‘InArtEs’ (Intercultural Art Education in Society). The project had two objectives: (1) raising more awareness and professionalize students and teachers about this (increasing/increased) diversity; (2) setting up a dialogue between teachers, students, external experts and organizations to share expertise and question existing course content and pedagogical methods. The InArtEs project started with collecting material and good practices from the professional and educational field on the topics of diversity and intercultural dialogue. Within the Conservatoire, data were analysed and surveys for both students and teachers were set up. Next to that, we started a dialogue between a pre-selected set of teachers from the different programmes (teacher design teams) in order to share and innovate their teaching practice. These teacher design teams led to an initiative called ‘sandwishing’: lunch meetings where all teachers of the Conservatoire were invited to mingle and share thoughts on specific subjects, inspired by an external expert on the topic. In a third step, a similar dialogue between students (student design teams) is introduced. 1.5 Widening Participation of Underrepresented groups in Erasmus+ Katherine Allinson and Wim Gabriels Workshop Universities UK International (UK) and Erasmus Student Network L.01.11 (Belgium) Monday 28th October 2019 – 15.00-16.30 Summary The workshop helps participants identify barriers
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